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B1_That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is accustomed to finding at a level that, although with the support of advanced textbooks, also include some aspects that involve knowledge from the forefront of your field of study
B2_That students know how to apply their knowledge to their job or vocation in a professional way and have the skills they demonstrate by developing and defending arguments and solving problems within their area of study
B3_Students have the ability to gather and interpret relevant data (usually within their area of study), to make judgments that include reflection on relevant social, scientific or ethical issues
B4_That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences
V12. Apply entrepreneurial initiative and innovation for the creation of new video games and business lines.
V13. Apply business vision, marketing and sales, economic analysis and technical knowledge for video game production.
T1_That students know a third language, which will be preferably English, with an adequate level of oral and written form, according to the needs of the graduates in each degree
T2_That students have the ability to work as members of an interdisciplinary team either as one more member, or performing management tasks in order to contribute to developing projects with pragmatism and a sense of responsibility, making commitments taking into account the available resources
The subject of "Business Models" starts from the conceptual exploration of what a business model is per se and its applicability to the video game industry. The course covers a wide range of ways to monetize the different economic activities currently existing in the industry, video game monetization models, product strategies and possible contingencies arising from understanding the game as a product or service.
The knowledge and skills covered by the subject are acquired from the different sessions of theory, teamwork, group discussions, research, etc. It is for this reason that the evaluation system rewards constant teamwork and the acquisition of theoretical knowledge on an individual basis.
This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.
At the end of the course the student must be able to:
The subject uses the following work methodologies:
Master Class, Lectures, Presentations, Video Capsules, Debates and Forums, Case Studies, Role Playing, Collaborative Learning, Problem Solving, Critical Article Search and Reading, and Question-Based Learning.
1. CONCEPTUALIZATION: BUSINESS MODELS
1.1 What is a Business Model?
1.1.1 Economic Activity of the Company.
1.1.2 Strategic Business Units vs. Divisions.
1.1.3 Business Models vs. Income Models.
1.1.4 The CANVAS Business Model.
1.2 Economic Activities and Business Models in the Video Game Industry.
1.2.1 Development: amateur, indie and third party development (serious games, gamification, development service)
1.2.2 Publishing: platforms, publishing, distribution, marketing and PR, consulting, financing, etc.
1.2.3 Services: incubation, acceleration, coworking, porting, translation and localization, sound, music, voiceover, QA, UX, media agencies, advertising agencies, legal, engines, version control systems, software development (Hack 'n'Plan, Jira, Trello), etc.
1.2.4 Other agents: press, training, data management, associations, streamers and influencers, etc.
1.2.5 Possible combinations to ensure the survival of the small development study.
1.3 Possible changes in economic activities or UENs and important decisions that change the business.
1.3.1 Intrinsic Changes
1.3.2 Extrinsic Changes
1.4 Protection of own developments against possible changes.
1.4.1 Types of IPs and how to protect them.
1.4.2 Advantages and disadvantages of doing business with original IPs.
1.4.3 How to develop your own or third-party licenses.
2. CONCEPTUALIZATION: INCOME MODELS
2.1 Income Models vs. Income Sources
2.2 B2B vs B2C
2.3 Sources of Income vs. Monetization Systems.
2.4 Monetization Systems
2.4.1 Pay to Play vs Free to Play + Hybrid Monetization Systems.
2.4.1.1 P2P: Pay per Play, Pay per Copy, Pay Per Download, Episodic Sales, Subscription.
2.4.1.2 F2P: In-game purchases, Advertising, Auciton and Player Trades, Expansions, Donations
2.4.1.3 Hybrids: Freemium vs Paymium
2.5 Principles of economic design
2.5.1 Own developments: what to monetize, to whom, how and analysis of KPIs
2.5.2 Economic systems of cross-fertilization between UENs
3. PRODUCT STRATEGIES
3.1 Competitive strategies
3.1.1 Markets vs Products. Ansoff matrix.
3.1.2 Generic Porter Strategies
3.1.3 Diversification vs. Concentration.
3.2 Corporate strategies:
3.2.1 Portfolio Analysis. BCG matrix.
3.2.2 Phases of the game life cycle in a market
3.2.3 Scope: Geographical coverage.
3.2.4 Decisions on the Business Development Method.
3.3 Operational strategies:
3.3.1 Global competitive advantage
3.3.1.1 Value Activities Configuration
3.3.1.2 Coordination of Value Activities
3.4 Landing: Dominant Strategies in the Video Game Industry
3.4.1 Organizational: Outsourcing
3.4.2 Corporate: Partnership
3.4.3 Competitive: Diversification
4. GAMES AS PRODUCTS VS GAMES AS SERVICES
4.1 Product Logic vs. Service Logic
4.2 Contextualization: the game before and now
4.3 The game as a product and the game as a service (Game as a Service or GaaS)
4.4 GaaS: problems and business requirements
4.5 Previous decisions: creativity and value proposition
4.6 Associated income models
4.7 Co-creation and the relationship with the user
4.7.1 Negotiation and turning points
4.7.1.1 Feedback and power symmetry
4.7.1.2 Change of hands
4.7.1.3 The end of the game life cycle
With the aim of collecting evidence of the achievement of the expected learning outcomes, the following activities of an evaluative nature will be carried out (related to all the common competences):
A1. Exercises in class or at home: Exercises (Evidence of learning outcomes E12.2, E12.3, E12.4, E13.1, E13.2, E13.5 and E13.6)
Practical analysis exercises, some of them based on real cases, starring video game companies nationally and internationally, and dealing with strategic decisions or real companies that end in success or failure. Usually supported by texts and viewed in class: videos or PWP presentations. The directed activities serve to evaluate the attitude towards learning. At the end of the activities the student must have a speech to comment on decisions about product creation and design and business ideas. However, the student should be able to analyze new cases independently with a more technical and scientific view.
A2. Group work: Analysis of a Business Model (Evidence of learning outcomes E12.1, E12.3, E12.5, E13.2, E13.5, E13.6 and E13.7)
This work consists of the analysis and documentation of a business model of the video game industry. The exercise aims to promote the reflection, analysis and documentation by students of the basics of a business model of a well-known company in the video game industry. These basic aspects correspond to the theoretical contents of the subject and, therefore, it is a question of the students selecting and analyzing these contents, applying them to a case of real life.
A3. Work in group: Design of a Business Model (Evidence of learning outcomes E12.1, E12.3, E12.5, E13.2, E13.5, E13.6 and E13.7)
The purpose of this work will be to design and orally defend a business model of the video game industry. The exercise aims to promote the reflection, design, application, and documentation by students, of the basic aspects that correspond to the theoretical contents of the subject and, therefore, it is that students select and apply these contents to the activity. The format of the presentation will be conveniently detailed during the first session of the course.
A4. Partial exam: Exam (Evidence of learning outcomes E12.2, E13.1, E13.2, E13.5 and E13.7)
Individual partial examination of part of the syllabus. The statement of the test consists of three parts: a first part with test-type questions, a second part with practical exercises and a third part, reasoning questions.
A4. Final exam: Exam (Evidence of learning outcomes E12.2, E13.1, E13.2, E13.5 and E13.7)
Individual final exam of part of the syllabus. The statement of the test consists of three parts: a first part with test-type questions, a second part with practical exercises and a third part, reasoning questions.
General criteria of the activities:
The grade of each student will be calculated following the following percentages:
Final grade = A1 x 0,1 + A2 x 0,15 + A3 x 0,25 + A4 x 0,2 + A5 x 0,3
Considerations:
Recovery:
Laramee, FD (2005). Secrets Of The Game Business. Charles River Media, Inc.
Nichols, R. (2014) The Video Game Business (International Screen Industries). British Film Institute
Prahalad, CK, & Ramaswamy, V. (2013). The future of competition: Co-creating unique value with customers. Harvard Business Press.
Dillon, R., & Cohen, O. (2013). The evolution of business models in the video game industry. In Proceedings of the International Conference on Managing the Asian Century (pp. 101-108). Springer, Singapore.
Lehdonvirta, V. and Castronova, E. (2014) Virtual Economies: Design and Analysis. MIT Press.
Davidovici-Nora, M. (2014). Paid and free digital business models innovations in the video game industry. Digiworld Economic Journal, (94), 83.
Ritzer, G., & Jurgenson, N. (2010). Production, Consumption, Prosumption The nature of capitalism in the age of the digital 'prosumer'. Journal of consumer culture, 10 (1), 13-36.
Samper-Martinez, A., Gerling, K., García-Álvarez, E., Kirman, B., & Lawson, S. (2015, October). After All the Time I Put Into This: Co-Creation and the End-of-life of Social Network Games. In Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play (pp. 135-140). ACM.
Banks, J. (2013). Co-creating videogames. Bloomsbury Publishing.
Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A., & Papadakos, T. (2015). Designing the value proposition. Deusto Ediciones.
Lovell, SNC (2017). The Pyramid of Game Design. CRC Press: Taylor & Francis Group.